Aprender a aprender: a autorregulação na perspectiva cognitiva da aprendizagem no contexto do Ensino Profissionalizante

• Ano de defesa: 2016
• Autor(a) principal: Croti, Adriana Aparecida
• Orientador(a): Dias, Carmen Lúcia
• Banca de defesa: Ruiz, Adriano Rodrigues , Garms, Gilza Maria Zauhy
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Oeste Paulista
• Programa de Pós-Graduação: Mestrado em Educação
• Departamento: Mestrado em Educação
• País: Brasil
• Palavras-chave em Português: Aprendizagem; Metacognição; Autorregulação; Ensino profissionalizante.
• Palavras-chave em Inglês: Learning; Metacognition; Self-regulation; Vocational education.
• Área do conhecimento CNPq: EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: http://bdtd.unoeste.br:8080/jspui/handle/jspui/979

This work was presented and defended the Master of Education from the University of West Paulista - Concentration Area: Institution Educational and Training Educator. The research had the main objective to understand how the student's vocational education conceives the operation of their intelligence in the learning situation and specific objectives, aimed at identifying possible reflections of students about their own thinking and understand how they understand the construction of intelligence. Cognitive action was addressed from the perspective of Theoretical cognitive as Jean Piaget, David Ausubel, Jerome Bruner and John Flavell, in order to have different contributions in relation to aspects of cognition related to learning and intelligence training process. As a methodological option appealed to the research exploratory qualitative nature of the kind of intrinsic study case. The methodological procedures involved the collection of data using interviews with semi-structured having a guiding question that was applied to twelve students in a class Young Apprentice Senai - SENAI. The interpretation and discussion of the data were worked through Content Analysis. The collected responses were organized into four categories: Knowledge own intelligence operation in the learning process; Perception of learning; learning strategies; Development of intelligence. The results indicate that students conceive the functioning of the intelligence focused on memorization and practice activity. Who realize the thought, but not associate the construction of intelligence and thus reveal limited reflective abstraction. It is noticed that the academic life of these students was not rich enough in relation to self-regulation. Finally, it is understood to be necessary to carry out new studies to add knowledge and explore other ways to deepen the theme of this investigation.